The hegemony of a literacy programme for preschool children in Iceland : How and why Lubbi became Iceland’s favourite

Abstract

This article studies how one educational package, Lubbi Finds the Language Bone, (Lubbi) became hegemonic in the market, with 86% of Icelandic preschools now using the program. The article examines how Lubbi, originally designed in 2009 by speech pathologists to support children needing additional language help, has evolved into a cornerstone of pedagogy in preschools for children aged 1 to 6. The study employs discourse and thematic analysis to explore (a) how Lubbi was introduced and normalized within preschool pedagogy, and (b) the implications of its widespread adoption for professional autonomy and pedagogical diversity. Findings reveal that Lubbi’s popularity stems from strategic cultural alignment, effective marketing, and systemic pressures linked to neoliberal educational reforms. However, the dominance of pre-packaged programs like Lubbi raises concerns about the erosion of teacher autonomy and the prioritization of formalized literacy instruction over play-based learning. This study contributes to the discourse on neoliberalism in early childhood education, highlighting the tensions between market-driven solutions and pedagogical integrity.